What's My Problem?

What's my problem?

I'll tell you what my problem is.  It's that math is a feared beast, and those who fear it the most seem to be the adults responsible for it: teachers, who were never "good" at it as kids (exactly why we need to rethink how we teach), and parents, who forget it and struggle with homework (exactly why we shouldn't send home content work - the parents already did Gr. 5, didn't they?).  My problem is that we, the terrified grown ups, seem to be instilling this kind of an attitude in our kids.

I studied in Radio & Television Arts before deciding to teach.  In my program, there were no university level math courses required: the culture was one of math hating.  We would proudly announce that we didn't "get" math and didn't care, because we'd never need it again.  Boy, were we dumb.  I own a shirt that actually says:

(Front:) 2 + 2 = ...
(Back:) ... don't care. I'm in RTA.

I still wear it under my dress shirts at school, as a way of reminding myself that it's my job to not ever teach a child who leaves feeling the way I did about math.

I've learned, as most of us have, that when we're teaching, we are doing the best learning.  It's a great feeling to stand in front of a group of kids and have a million light bulbs click on while we teach.  But this is the problem - a major part of my problem.  Why are we the ones with the light bulbs clicking on?  Why aren't they clicking for the kids?  Those kids need to be in our shoes.  Job shift: it's our job to create the environment in which they can teach, so that they can learn.

My problem is that it's so simple, yet we're always so scared.  We have these ideas because we've taught before.  It doesn't mean they're right, or that they're right for THIS group, or that we can't change the culture so that we can really pull off some stellar, "new" teaching.

I don't spend hours planning.  Life is easier with one differentiated question.  I don't teach them how to use manipulatives, unless they request a hand.  They can figure them out.  That's called learning through play, which they started before they ever set foot in a school.  I don't spend hours marking, either.  But I know where they are.  I'm involved in their day to day work, and I know them.  I'm listening to them think; I'm questioning them when they're right; I'm forcing them to think.  They're proud of their mistakes, because they're learning how to fix them - and they want to show that skill off.

My kids are getting it.  So can yours.  So, what's your problem?


So who am I?  Here's a brief bio:
I came to teaching after studying in Radio & Television Arts.  I was always a "star student" but struggled in math from intermediate grades and upward.  I've always been more artistic and writerly, so these subjects have always been more natural to teach.  But, I've somehow become a fairly decent math teacher, through the struggle.  I now teach Gr. 5 and spend part of my days at school as the Learning Resource Teacher - that is, I'm in the classroom with other teachers, working to help their students maximize their learning.  In my spare time, I run a small side-business as an artist, selling my own work, giving lessons and hosting Arty Parties; I'm an author/illustrator (2 books published to date!), and a columnist for The Local Seeker in Cornwall, Ontario.